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Toward Globally Competent Pedagogy

Deans, faculty
members, and other international educators met at the NAFSA 2012 Colloquium on
Internationalizing Teacher Education to explore ways to prepare globally
competent teachers in colleges, schools, and departments of education. Through
collaborative discussions, participants in this two-day program articulated the
markers of content knowledge and best practice among teachers in K-12
classrooms focused on building global competence, and then considered how that
competence can be developed in teacher education programs. Presentations by
leaders in the field and video samples stimulated the discussions.

Participants left with strategies for curriculum transformation to help
build preservice teachers' capacity to grasp global and cross-cultural
issues.

NAFSA thanks the Longview Foundation and ELS Educational Services,
Inc. for their generous support of the colloquium.

NAFSA
also thanks our partner organization, the American Association of State
Colleges and Universities (AASCU).

2012 E-Publication

Presentation Materials

Colloquium
ProgramThe colloquium was held in Houston, Texas, in May
2012. Sixty-five participants from teacher education programs and related
organizations heard presentations, examined materials, and participated in
collaborative work, discussions, and networking opportunities. The program
provides the schedule of events, session titles and descriptions, and the
presenters' names and institutions.

Defining "Globally
Competent Pedagogy"Heather Lattimer, University of San
Diego, California, invited the participants to outline the knowledge, skills,
and dispositions critical to globally competent pedagogy. She provided
information and insights into the transformation of preservice teacher
preparation at the University of San Diego through the internationalization of
coursework and field experiences, and support for faculty research.

International Perspectives

Three
educators presented information about teacher education outside the U.S. and
the preparation of pre-service teachers with global competence. Their insights
provided inspiration to participants to seek out and consider new approaches in
teacher preparation.

Elisabeth
Hermes, president of University of Education (ret.), Karlsruhe,
Germany, disussed the preparation of globally competent teachers in the state
of Baden-Wuerttemberg and in Germany, and provided a handout
describing teacher preparation in the German education system.

Kedir Assefa
Tessema, Addis Ababa University and University of San Diego,
described the preparation of teachers in Ethiopia and provided a handout
about the system of education in Ethiopia.

Assessing
Global CompetenceDavid M. Moss, University of Connecticut,
led participants in discussions of key concepts in performance assessment and
asked them to consider how assessment of global competence among preservice
teachers related to their home curriculums and programs. He emphasized the need
for self-reflection of global awareness and competence among teachers and
highlighted NAFSA's tool "myCAP" (My Cultural Awareness Profile) in a handout.
The tool is available online at www.nafsa.org/mycap.

Developing Action
Plans for ImpactDavid M. Moss also invited the participants
to plan strategies for making use of the colloquium discussions at their home
institutions and beyond. Participants discussed how they could influence
curriculum and program design, faculty professional learning and scholarship,
building partnerships for student and faculty exchanges and study abroad, and
the use of technology in their home programs. Participants also planned
presentations for local, regional, state, and national teacher educator groups
to share highlights of the colloquium content.